Dissertations / Theses on the topic 'Simulated environment (Teaching method)'

Purpose: Does manikin fidelity affect learning outcomes in neonatal resuscitation simulation? Description: This experimental design accessed and randomly assigned health care professionals (HCP) (N=60), who completed Neonatal Resuscitation Program (NRP) recertification in a simulation lab. The experimental group used a high-fidelity manikin. The control group recertified using a low-fidelity manikin. Dependant variables included learning outcomes of confidence, skill performance, and knowledge. These were measured using the newly developed Neonatal Resuscitation Confidence Tool (NRCT), Megacode Assessment, and NRP written exam. Both groups underwent the same simulated resuscitation scenario. Outcome: A significant increase in confidence with simulation was found (p<.001). HCPs using the high-fidelity simulator did not have a significant increased level of confidence, knowledge or skill performance compared to using the low-fidelity simulator. However, there was a significant increase in confidence with repeated NRP courses (p=.003). Implications: The use of simulation for NRP is important to increase capability with increased practice intervals.
ix, 109 leaves : ill. ; 29 cm. --

Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)

Individual personality traits of pre-service teachers may have a significant influence on their confidence in teaching. Confidence in teaching does not always align with the experience of pre-service teachers. simSchool enables transformational experiences for teacher candidates to improve in general teaching skills, connect learning theories in the classroom, and develop confidence to be an effective teacher without the ill impacts of practicing on real students. This study executed a quasi-experimental design to explore the personality traits of 152 pre-service teachers and examined how their perceptions of teaching confidence and teaching experience were related in the context of simSchool. A treatment and comparison group completed the Survey of Teaching Skills pre/post tests and the OCEAN survey for quantitative data analysis to investigate four research questions: 1. Is there a difference between treatment and comparison groups on educator’s gains in confidence and experience? 2. Is there a relationship between personality type and perceived teaching effectiveness? 3. Is there a relationship between personality attributes and pre-service educator ratings of teaching experience in a simulated teaching environment? 4. Is there a relationship between personality attributes and pre-service educator ratings of teaching confidence in a simulated teaching environment? Findings from repeated measures MANOVA tests indicated that the simSchool treatment group increased their perceptions of experience with significant gains (p < .05), in contrast to the comparison group. Two key constructs of personality and effective teaching, the latter of which is comprised of the pre-service teachers’ self-reports of teaching confidence and teaching experience, were examined using canonical correlation analysis. The traits of openness, conscientiousness, extraversion, agreeableness and neuroticism were components linked by structure coefficients to the synthetic variable of personality, the latter of which was found to be correlated with effective teaching. Pearson product-moment correlation coefficients were produced to assess the relationship between experience and confidence and relationships between experience and confidence with the personality traits of conscientiousness, openness, extraversion, and emotional stability. Multiple regression analyses were run using the predictors of openness, conscientiousness, extraversion, and neuroticism. These were found to be significantly (p < .05) effective in predicting self-reported teaching experience and confidence from personality traits. Furthermore, the variable of openness was individually found to be a significant (p < .05) predictor of teaching experience and confidence. These findings suggest that personality traits affect the experience and confidence ratings of pre-service teachers in a simulated classroom environment and that simSchool training can foster the development of teaching effectiveness.

Most traditional musical harmony teaching methods in use in undergraduate courses are centred on pedagogical principles that require students to manipulate musical elements, beyond those directly relevant to the subject matter. Beginning harmony students often encounter extra difficulty in the learning process as they usually lack experience in manipulating individual musical elements. In addition, the emphasis on exemplars of the common practice of eighteenth and nineteenth century composers imposes some limitation on the student’s harmonic vocabulary and, in consequence, on the student’s creativity. At the beginning of the twentieth century, Arnold Schoenberg proposed a method of teaching harmony which presented a different set of pedagogical principles: the method required no background knowledge of other musical elements; it encouraged the exploration of the search space of solutions which, in conjunction with a self assessment of them, helps students to develop their own harmonic sense, without the influence of exemplars of the harmonic practice of existing composers. However, although Schoenberg’s method addresses the problems presented above, it has not been widely used, mostly because its fundamental pedagogy and curriculum are buried in lengthy philosophical discussions of polemical arguments and criticism of traditional methods. This thesis investigates the possibility of designing and constructing a computer-based learning environment presenting the pedagogy and curriculum of Schoenberg’s harmonic teaching method while remaining true to its spirit. We present a formalisation of part of the method’s curriculum and associated pedagogical principles, which have been embodied in a prototype learning environment. The results from studies involving the prototype are also presented: a formative evaluation was carried out with music experts aiming to assess its interactive music notation human computer interface and to inform changes and improvements to be made to the prototype; and a summative evaluation was conducted with music lecturers to assess not only the degree of faithfulness of the environment to the method, but also the educational benefits that such an environment can potentially bring to harmony teaching.

Thesis (M. Tech.) - Central University of Technology, Free State, 2010
English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.

The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.

The multiple case study investigated levels and types of transfer observed in a K-8 STEM (science, technology, engineering, math) academy in a project-based learning (PBL) environment. The academy was constructed two years prior to the study and conducive to PBL instruction. The students and teachers were in the second year of using PBL in the subject of science at the time of the study. The grade levels observed were second, fourth, and sixth grade and each grade level had three PBL units examined from the beginning to the end of the unit. The nine case studies, from the three different grade levels, were observed to identify Haskell's levels and types of transfer as determined by project requirements, observation of students, completed projects, and student interviews. The findings from this study showed that while projects moved the students beyond knowledge acquisition to application of knowledge in completed projects such as books, films, dances, etc., higher levels of transfer and more types of transfer were not evident. Therefore, based on the results of this study, the evidence of lower levels of transfer suggests that the PBL units, though inventive and potentially valuable to student learning, were not designed for higher levels of transfer.

Orientador: Celso Dal Ré Carneiro
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências
Made available in DSpace on 2018-08-22T19:04:17Z (GMT). No. of bitstreams: 1 Lima_AlineTrombiniFerreira_M.pdf: 4204801 bytes, checksum: ec856472df36eaa853a0acfd3a680a26 (MD5) Previous issue date: 2013
Resumo: A pesquisa busca discutir a importância do (re) conhecimento do local, mediante uma abordagem de temas geocientíficos, em contexto socioambiental, como estratégia para transformar a relação dos estudantes com o lugar em que vivem. A pesquisa focaliza especificamente o município de Cajamar, situado na região metropolitana de São Paulo, que apresenta aparente relação de não pertencimento e desvalorização por muitos jovens estudantes. Ao se investigar a complexa relação que eles mantêm com a cidade, produziu-se e aplicou-se um projeto de educação socioambiental com ênfase em Geociências, na disciplina Geografia, submetido a alunos do Ensino Médio. A pesquisa parte da hipótese inicial de que a contribuição das Geociências pode ser feita desde a vizinhança mais imediata do estudante, e pode ser essencial para formar pessoas comprometidas com o próximo e com o planeta. A concepção e o desenvolvimento do projeto educacional, com suporte em computador, compõem um módulo do Projeto Geo-Escola, cuja finalidade é produzir material de apoio didático em ambiente virtual que ajuda a disseminar conceitos e conteúdos de Geociências com ênfase em aspectos regionais e locais. Procurou-se atribuir e recuperar valores objetivos e subjetivos, a partir da ênfase no conhecimento local. A aplicação da unidade de ensino foi feita junto a aproximadamente 80 alunos da única escola participante (ETEC Gino Rezaghi). Os trabalhos envolveram atividades em salas de aula e uma visita de campo. Dois aspectos específicos de Cajamar acabaram sendo amplamente tratados: a importância da mineração de calcário para o desenvolvimento socioeconômico da região e do município, e o problema do chamado "Buraco de Cajamar", uma dolina cujo colapso ocorrera em 12 de agosto de 1986, no bairro Lavrinhas. Foram abordadas tanto as causas do fenômeno como as consequências para a população residente no local. Investigou-se tanto a adequação quanto a pertinência dessa estratégia para induzir nova relação entre os estudantes e o lugar onde vivem. O material de apoio didático e os resultados do projeto foram disponibilizados, via web, para a comunidade escolar desse e de outros municípios. A principal conclusão é a de que, ao se elaborar propostas de desenvolvimento de ações locais, as Geociências exercem papel relevante, como meio de se construir estratégias de valorização do lugar perante a comunidade escolar, na condição de um exercício de cidadania em busca da transformação da realidade socioambiental
Abstract: The research discusses the importance of awareness about a place as a strategy to transform the relationship of students to the place where they live. This has been done by an approach of geoscientific issues in a socio-environmental context. The research focuses specifically on the municipality of Cajamar, located in the metropolitan region of São Paulo. Evidence that many young students do not feel as belonging to that place and do not appreciate the city was collected there. By investigating the complex relationship they have with the city, an education project for high school students in the geography discipline, focusing on Environmental Geosciences, was produced and applied. The research starts from the initial hypothesis that the contribution of Geosciences can be made from the more immediate vicinity of the student, and may be essential to get people more involved with others and with the planet. The design and development of the educational project, with computer support, compose a module of the Geo-School Project, whose purpose is to produce didactic material in a virtual environment that helps disseminate concepts and contents of Geosciences with emphasis on regional and local aspects. It was expected to assign and retrieve values, both objective and subjective, from the emphasis on local knowledge. Therefore, the application of the teaching unit involved up to 80 students from one participating school (ETEC Gino Rezaghi), both in classrooms and during a field trip. Two specific aspects of Cajamar have been widely treated: the importance of limestone mining for the socioeconomic development of the region and the municipality, and the problem of the so-called "Cajamar Hole", a doline which collapsed on August 12, 1986, in the Lavrinhas district. Not only were the causes of the phenomenon but also the consequences for the population living on site addressed. The investigation refers both to the suitability and the relevance of this strategy to induce a new relationship between students and the city where they live. The didactic material and project results are disseminated by the web for communities of other municipalities. The main conclusion is that, when preparing development proposals on local actions, the Geosciences play an essential role as a means of building strategies for appreciation of the place. It has also provided an exercise of citizenship in a search of changing the environmental reality
Mestrado
Ensino e Historia de Ciencias da Terra
Mestra em Ensino e História de Ciências da Terra

Working with an organization outside the public school system that was creating schoolyard gardens, I began to think about culture and cultivation inside and outside of schooling practices. The liveliness of the schoolyard gardens presented possibilities for enlivening educational discourses. With two participants I planted a container box schoolyard garden outside Lamoureux Hall, which houses the Faculty of Education. Utilizing aspects of place-based pedagogy, ecoliteracy, ecopedagogy and a metissage of a/r/tography, eco-art and writing as a method of inquiry, we tended the garden and dwelled upon ideas of nature, culture, and their intersection in a particular place. Our garden experiences left cyber footprints in virtual space as blog spots on a thesis blog site. The garden and the inquiry it generated outside,is brought back inside the education building as a Master's thesis. The garden grew in different and unpredictable ways due to intense construction on site, entwining the planter boxes with unseen variables.

La quantité et la variété des dispositifs numériques disponibles dans les établissements scolaires ne cessent d'augmenter. Cependant, les usages pédagogiques n'ont pas suivi cette évolution. La faible utilisation du numérique peut s'expliquer par la difficulté à créer des activités pédagogiques numériques. Nous proposons de combiner des concepts issus de travaux de recherche liés à la création et la conduite d'activités pédagogiques en classe, ainsi que des travaux liés à la conduite d'activités numériques d'une manière plus générale. Nous présentons les apports et les limites de ces deux cadres conceptuels pour la gestion d'activités pédagogiques numériques. Nous avons mené des entretiens avec des enseignants afin de comprendre comment ils créent leurs activités numériques et comment ils les mettent en œuvre. Lors de la mise en œuvre en classe, les enseignants rencontrent principalement des problèmes techniques (réseau instable, limitations matérielles) et doivent adapter leurs plans pour faire face à ces problèmes. Nous proposons une architecture adaptable afin de résoudre les problèmes techniques. Notre architecture permet la mise en œuvre d'activités numériques en prenant en compte les différentes contraintes : les activités fonctionnent avec ou sans connexion, sur les différents dispositifs présents en classe, et l'architecture s'adapte aux infrastructures des établissements. Cette architecture se matérialise dans Toccata, un système d'orchestration permettant la création et la mise en œuvre d'activités numériques en classe. Toccata implémente les recommandations de conception que nous avons identifiés. Enfin, nous avons cherché à identifier les stratégies d'interaction permettant aux enseignants de gérer au mieux les dispositifs numériques en classe. Au moyen d'observations de classes de collège, nous avons identifié deux classes de tâches principales : le partage de contenu et le contrôle à distance des dispositifs. A l’aide d’une étude d'élicitation, nous avons trouvé que les les tâches de contrôle sont plus faciles à réaliser que celles de partage de contenus, notamment à l’aide de dispositif porté comme une montre connectée. Nous avons constaté que la sélection des dispositifs de partage de contenu restait particulièrement complexe en termes d'interaction. Nos résultats ouvrent de nouvelles pistes pour la gestion de dispositifs numériques en classe. Cependant, des travaux sont encore nécessaires quant au partage, à la réutilisation, et à la reconception d'activités numériques
The quantity and variety of digital devices available in schools is constantly increasing. However, educational uses have not followed this evolution. The limited use of digital may be explained by the difficulty in creating digital activities. We propose to combine concepts from research related to the creation and conduction of educational activities in the classroom, as well as work related to the conduction of digital activities in a more general way. We present the contributions and limitations of these two conceptual frameworks for the management of digital educational activities. We conducted interviews with teachers to understand how they create their digital activities and how they conduct them. When conducting activities in the classroom, teachers mainly encounter technical problems (unstable network, hardware limitations) and have to adapt their plans to deal with these problems. We propose an adaptable architecture to solve the technical problems. Our architecture allows the conduction of digital activities by taking into account the different constraints: the activities work with or without connection, on the different devices present in the classroom, and the architecture adapts to the infrastructures of the schools. This architecture is materialized in Toccata, an orchestration system allowing the creation and implementation of digital activities in the classroom. Toccata implements the design recommendations we identified. Finally, we identified interaction strategies to help teachers in the management of digital devices in the classroom. Through observations of middle school classrooms, we identified two main classes of tasks: content sharing and remote control of devices. Using an elicitation study, we found that control tasks are easier to perform than content sharing tasks, especially using a device worn like a connected watch. We found that the selection of content sharing devices remained particularly complex in terms of interaction. Our results open new possibilities for managing digital devices in the classroom. However, work is still needed on sharing, reusing, and redesigning digital activities

Healthcare simulation is a teaching strategy rooted in cognitive, constructivist, and social learning theories. Simulation–based learning experiences offer a replacement for traditional clinical learning and are widely used across all levels of nursing education. Most simulation activities are focused on student application of cognitive knowledge to clinical situations or practicing psychomotor skills, with little attention paid to student development of core nursing values such as caring and compassion. In fact, few studies have empirically assessed the usefulness of simulation for helping student nurses develop affective characteristics such as empathy. A quasi–experimental control group study was conducted to evaluate affective learning in student nurses during a simulated clinical activity. Students randomized to the treatment condition watched a lesson on the importance of empathy as a professional nursing value along with a vignette in which an actor playing the simulated patient shared a narrative story that detailed aspects of his social, emotional, and physical well–being. Subjects who received the intervention had a greater and statistically significant increase in empathy score than those in the control condition. Students exposed to the intervention also had higher observed empathy scores, but differences between groups were not statistically significant. Since narratives can be useful for helping health profession students understand patient perspectives on their health and well–being, the concept of narrative transportation (i.e., immersion in narrative accounts or stories) was used to assess student engagement in the simulated learning activity. Students in the treatment condition had higher but non–statistically significant engagement scores in response to the intervention. Last, associations between empathy, emotional intelligence, and nursing competence were assessed. Positive and statistically significant relationships between empathy and emotional intelligence, emotional intelligence and nursing competence, and empathy and nursing competence were observed. Further analysis indicated that emotional intelligence partially mediated the relationship between empathy and nursing competence in this sample. The findings of this study demonstrated that patient narratives were useful for facilitating affective learning during simulated clinical activities. The observed results also provide insight on the relationship between affective characteristics and competency development in student nurses.

The purpose of study was to explore and describe the student nurses’ experiences of teaching and learning through simulation. The study was conducted at one public college of nursing located in the city of Tshwane in the Gauteng province of South Africa. A quantitative exploratory and descriptive design was used to achieve the objectives of the study. The selected population comprised second year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected college of nursing. The number of registered second year student nurses was 250, and it was found to be manageable and adequate for data analysis. Consequently, the whole population was included in the survey and no sampling procedures were carried out. Data were collected by means of a self-administered structured questionnaire and STATA 14 program was used for data analysis. According to the results of the study, student nurses’ experiences of teaching and learning through simulation were positive. The results showed that teaching and learning through simulation led to significant increases in knowledge and skills acquisition among student nurses who took part in the study. In addition, the student nurses’ attitude to teaching and learning through simulation were positive. However, based on the findings of the literature review on trends and best practice standards for simulation, it is recommended that the college introduces high virtual technology simulation as it is only using low and medium fidelity simulation. This will ensure that the college is up to date with trends and best practice standards for simulation, and for improving simulation teaching learning outcomes for large number of student nurses.
Health Studies
M.A. (Nursing Science)

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills.
Institute of Science and Technology Education
M.Sc. (Physics Education)

碩士
國立高雄師範大學
工業科技教育學系
91
Study on Teacher Satisfaction Level thorough applying Elementary School’s Teaching Method & accessing General Classroom’s Environment Abstract The study aims to investigate teacher satisfaction level through applying elementary school’s teaching method and accessing general classroom’s environment. Consider homeroom teachers from all grades at elementary schools in Kaohsiung County as mother group, and select 678 people as research target using Stratified Random Sampling Investigation. According to analysis on local and overseas relevant documents have found 4 teaching method ,exercise,thinking,appreciation ,announcement,and 24 minor items which consist level on physics & hardware facilities of general classroom’s environment, and develop “Investigation Questionnaire on teacher Satisfaction Level through applying Elementary School’s Teaching Method & accessing General Classroom’s Environment” in order to understand frequency of applying elementary school’s teaching method, satisfaction level of accessing general classroom’s environment, and their relationship. The study discovers that frequency of applying teacher’s teaching method is as follows. “Always” applying teaching method of exercise plays the majority, “Often” applying teaching method of thinking plays the majority, and “Rarely & Never” applying teaching method of appreciation plays the majority. Frequency of how teachers from different backgrounds apply every kind of teaching method is as follows. Regarding teaching method of exercise, teachers from “villages & towns” are higher than those from “cities and suburbs”. Regarding teaching method of thinking, teachers from class size of “21-30 people” and “above 30 people” is higher than those from class size of “below 20 people”. Regarding teaching method of appreciation, teachers with degrees from teachers colleges is higher than those with degrees from universities or higher level of schools. Regarding to teaching method of announcement, female teachers are higher than male teachers, teachers at lowers grades are higher than those at medium or higher grades. With regards to satisfaction level of accessing general environment, generally speaking, teachers are a bit unsatisfied with general classroom’s environment at present stage. Regarding minor items, the most satisfactory is sufficient airflow from windows at classroom, and the most unsatisfactory is computer apparatus at classroom. Teachers from different backgrounds reflect some unsatisfactory feedbacks towards overall general classroom’s environment, however, satisfactory ones are as follows: “Male”, “Teachers Colleges”, “above Graduate Schools”, “Work Period above 20 years”, “Teaching Lower Grades”, “Teaching Higher Grades”, “Class Size above 20 people”, “Class Size between 21-30 people”, “School Size above 12 classes”, “Cities, Suburban” Teachers; unsatisfactory ones are as follows: “Female”, “University”, “Working Period below 10 years”, “Working Period between 11-20 years”, “Teaching Medium Grades”, “Class Size below 31 people”, “School Size 12-24 classes”, “School Size above 25 classes”, “Villages & Towns” Teachers. Differences of satisfaction level for teachers from different backgrounds to access “every minor items” at overall general classroom’s environment are as follows, 1. Male teachers have better illumination, public-address, and library shelves system then female teachers; 2. Teachers with degrees from teachers colleges have better lighting on black boards, demonstration boards, and windows then those with degrees from universities or higher level of schools; 3. Teachers whose working periods are above 21 years have better performances on demonstration boards, windows’ light, room temperature’s adjustment, and overall perspectives then those whose working periods between 11-20 years and have better performances on windows’ lighting, public-address, and overall perspectives then those whose working periods below 10 years; 4. Teachers at higher grades have better managements on classroom’s measure of area and space arrangement then those at medium grades; 5. Teachers with class size below 20 people have better managements on classroom measure of area, space arrangement, library shelves, learning zone locations, learning zone’s floor, and overall perspectives then those with class size between 21-30 people. Teachers with class size between 21-30 people have better managements on classroom measure of area, space arrangement, room temperature adjustment, public-address, soundproof facilities, students chairs & desks, library shelves, cleaning shelves, computer & apparatus, overhead projectors & curtains, learning zone locations & floor, and overall perspectives then those with class size over 30 people. Teachers with class size below 21-30 people have better managements on curtains used for overhead projectors then those with class size over 30 people; 6. Teachers from school size below 12 classes have better managements on half of minor items then those from school size between 12-24 classes & 25 classes. Teachers from school size between 12-24 classes have better managements on overhead projectors and curtains used for overhead projectors then those from school size above 25 classes; 7. Teachers from “cities” have better performances on public-address, computer & apparatus, and curtains used for overhead projectors then those from “villages & towns”, and have better performances on classroom’s light then those from “urban”; teachers from “urban” have better performances on classroom’s measure of area, computer & apparatus, overhead projector & curtains, learning zone’s floor, and overall perspectives then those from “villages & towns”. Comparing relationships between frequency of applying teaching method and satisfaction level on accessing general classroom’s environment, as far as satisfaction level towards applying every minor item of general classroom’s environment is concerned, from perspective of evaluating if there is sufficient air flow from windows at classroom, “always” & “often” are higher then “never” for teachers who have applied teaching method of exercise. From perspectives of evaluating classroom’s cleaning shelves, computer & apparatus, “never” is higher then “rarely”, “often”, and “always” for teachers who have applied teaching methods of exercise, thinking, appreciation, and announcement. The study discovers that frequency of applying teaching method of exercise is positive relation to satisfaction level of “classroom measure of area, space arrangement”,”airflow from windows at classroom”；frequency of applying teaching method of thinking is positive relation to ”illumination”,but is negative relation to overhead projectors；frequency of applying teaching method of announcement is negative relation to“public-address”,”cleaning shelves”,computer,overhead projectors.

碩士
明新科技大學
土木工程與環境資源管理系碩士班
102
This study was focus on investigating the effects of story-discussing teaching method on the second year of elementary school students─a case study of forest resources.The purpose of this study is to make use of picture-books discussing activity to explore a teaching method for students to understand the relationship between the excessive use of forest resources and the natural environment, so that children can get more knowledge of forest resources, and realize the importance of forest resources to Earth and humanity.This study makes use of picture-books discussing activity to explore a teaching method” forest disappeared”, which takes mainly qualitative research methods and supplemented by simple quantitative statistics. Explore the impact of the story-discussing teaching method on students’ understanding of environment concept. In this study, there are four data being analyzed: before and after evaluation, student learning sheet, classroom observation records and semi-structured interviews.The results of this study are as following:(a)The elementary school students have significant progress on the recognition, attitudes and behavior towards forest resourcesthrough the course of forest resources.(b)Story discussions in the Class and group discussions on teaching forest resourceshave differentimpact on learners andeducators.For children, the process of class discussion can deepen and reinforce knowledge of the forest resources. However, for shychildren, they only receives single direction message from the class, and afraid to ask questions in class. For educators, the group discussion can’t grasp every students’ learning conditions. Whenstudents go off the topic, the instructor can’t give guidance immediately; whenever the students go off the topicin class discussions,educators can guidestudents to the right directionimmediately.(c)From the Forest resources courses, it indicates that there are several approaches to arouse underperforming students’ learning motives, like "interesting picture books materials", and “watching forest resources-related videos “,” Experience of activity“.

The hypothesis that a structured, sequenced, approach to mathematics learning, based on the application of learnt facts, decreases mathematics anxiety and increases mathematics achievement is tested. A literature study and an empirical investigation were conducted with respect to the relationships between maths anxiety, maths achievement and teaching methods. A qualitative research design which focussed on the cross-case analysis of different case studies was used. The qualitative case study involves multiple methods such as interviews, observations and a pretest, posttest design. It analyses and compares the effects of the Kuman method, used as the intervention programme, on maths anxiety and maths achievement of an experimental group and a control group. The results of this research indicate that learners on the intervention programme who showed a decrease in anxiety, showed an increase in achievement. This has implications for the teaching methods used in South Africa.
Teacher Education
M. Ed. (Specialisation in Guidance and Counselling)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country.
Curriculum and Instructional Studies
D. Ed. (Didactics of Education)

The purpose of this study was to find out if there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Literatures and questionnaires from 1383 learners and 12 teachers have proven that the interactions between teacher and learners have great impact on the performance, understanding and the environment that prevail in the laboratory. The main data collection methods used was the mixed method research through the use of questionnaires and interviews. The results from the study show that good teacher-learner interactions have contributed to the positive learning environment that prevails in Namibian schools. Although the majority of the learners especially the girls have negative connotations towards Chemistry in terms of content, calculations and assessment generally learners look forward and are excited to do experiments in practical work. The impact of the excitement and willingness of learners to do practical investigations has not proven to improve learners‘ performance in Chemistry practical work in Namibia. The majority of the learners rated their teachers as good in subject knowledge, good leaders, helpful and friendly during practical investigations. The shortage of chemicals, equipments in laboratory activities that should have inspired involvement of learners in handling equipments is one of the factors that contributed negatively to the learning environment and teacher-learners interactions. Teachers mostly resolve to demonstrations due to lack of chemicals and equipment. Some schools show low/poor level of learner-learner interactions because some learners tease, laugh and discourage others during practical investigations. Chemistry laboratories in Namibia are characterised by lack of equipment, chemicals, poorly behave learners while on the other hand there are good behaviours from the teachers‘ side with most learners showing that their teachers always try to make the best out of the prevailing situations in the laboratories. The laboratory environment in Namibia closely resemble laboratory environment in other studies in Asia, Africa and Europe. From empirical evidence it can be therefore concluded that there is a relationship between teacher-learner interactions and laboratory learning environment in Chemistry practicals in Namibia. Although the relationship is not as harmonious or congruent as it ought to be, the government of Namibia can play a greater role in creating positive, productive and enjoyable learning environment by supplying secondary schools‘ laboratories with the needed equipment and chemicals to support the practical work as stated in the Physical Science syllabi. The three questionnaire used were rated by learners and teacher as effective; easy to understand; covering most areas of the Chemistry environment; not time consuming, statistically valid and consistent. The changes made to the questionnaire fit well to the Namibia Chemistry environment and it produced nearly the same reliability and validity when compared to the pilot study questionnaire and other similar questionnaires used in other country.
Curriculum and Instructional Studies
D. Ed. (Didactics of Education)

This study focuses on the influence of particular teaching strategies that can be used in Environmental Education (EE) and examines how specific methods influence knowledge retention and attitude change. The aim of the study is to compare the 'traditional' lecture style method where learners are passive, with cooperative learning to determine their influence on learners’ knowledge retention and attitude towards marine conservation. Both methods can be considered effective teaching methods to increase knowledge retention and induce a positive change in environmental attitudes. However, this study suggests that the teaching method used in a particular school could influence the learning outcomes of the EE programme because of pre-existing abilities, skills the learners may have and context to which the learners are exposed. In conclusion, when offering an EE programme, for the programme to be successful one would need to determine which method of teaching is practised within schools and then ensure that the same method is used.
Teacher Education
M. Ed. (Environmental Education))

Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need.
Educational Studies
D. Ed. (History of Education)

The diploma thesis deals with the topic of the mathematical environment Bus realized through mathematical tasks in textbooks Hejný et al. The issue is aimed at pupils of the fourth grade of primary school. The main point of the theoretical part is study of gradual gradation of tasks in environment Bus from 1st to 5th grade of primary school. It was found that the frequency of the tasks in the textbook for the fourth grade is impaired and on the basis has been prepared experiment that complement the tasks so that the frequency has been unimpaired. The practical part includes the preparation of an experiment in which custom- designed tasks were formulated. They were linked with fourth-year primary school curriculum. By performing two experiments was obtained 262 pupil's solutions of tasks, in which were recorded and analyzed pupil's mistakes. This enabled to formulate phenomenons that could be caused by impaired frequency of tasks in environment Bus in textbooks Hejný et al. KEYWORDS graduaded problems, experiment, Hejný's teaching method, mathematical environment Bus, word problems, work with table